ABSTRACT
The authors' discussion of leadership in this chapter needs to be viewed within the context of diverse models of leadership. They discuss approaches to leading inclusive approaches through the dimensions of their theoretical framework. Longitudinal research identified a relationship between teacher’s values and beliefs and their approach to inclusive practice. In order to develop an inclusive approach through the dimension of empowerment, consideration of what is involved in deep or active listening, and how this may be enacted with children and young people with diverse learning characteristics, is needed. The humanism dimension of an inclusive framework focuses upon the importance of positive relationships within developing social, emotional and academic knowledge, skills and understanding. Praxis engages teachers in developing inclusive educational approaches informed from evidence which has been critically considered. A. Ekins reminds us that processes within education should not just reflect changes within the policy context but also draw upon values of inclusion and social justice.
